cognitive constraints in students’ performances
DESCRIPTION
Describes aspects of students' cognition, Learning styles and cognitive overloadTRANSCRIPT
Cognitive Constraints in Cognitive Constraints in Students’ Performance: Students’ Performance: Analysis and Tentative Analysis and Tentative
SolutionSolution
Dr Sanjoy SanyalDr Sanjoy Sanyal
Associate ProfessorAssociate Professor
SeychellesSeychelles
20062006Presented at a staff seminar in a medical college in Seychelles in 2006
ProblemProblem
Acceptance of problemAcceptance of problem Identification of further problemIdentification of further problem Assessment of problemAssessment of problem Solution to problemSolution to problem
Identification and AssessmentIdentification and Assessment
Information loadInformation load Information overloadInformation overload Cognitive loadCognitive load MemoryMemory Learning curveLearning curve Learning styles/preferences Learning styles/preferences Brain paradigmsBrain paradigms Psychological personality typesPsychological personality types
Temporal considerationsTemporal considerations
Theoretically 16 weeksTheoretically 16 weeks Deduct ESExam and Prep weeksDeduct ESExam and Prep weeks Available 14 weeksAvailable 14 weeks Available 98 daysAvailable 98 days
• 14 Saturdays & 14 Sundays14 Saturdays & 14 Sundays• 7070 weekdays weekdays
Deduct 1 weekday off each weekDeduct 1 weekday off each week Available 56 weekdaysAvailable 56 weekdays
Temporal considerations Temporal considerations Consider:Consider:
• 5 hours on weekdays5 hours on weekdays• 8 hours on Saturdays8 hours on Saturdays• 10 hours on Sundays10 hours on Sundays
5 h x 56 weekdays = 280 weekday-hrs5 h x 56 weekdays = 280 weekday-hrs 8 h x 14 Saturdays = 112 Saturday-hrs8 h x 14 Saturdays = 112 Saturday-hrs 10 h x 14 Sundays = 140 Sunday-hrs10 h x 14 Sundays = 140 Sunday-hrs Total = Total = 532 hours532 hours
Textual magnitudeTextual magnitude
AnatomyAnatomy = 1155 pages = 1155 pages• Less 10% = 1155 – 115 =Less 10% = 1155 – 115 = 10401040 pg pg
HistologyHistology = 407 pages = 407 pages• Less 10% = 407 – 41 =Less 10% = 407 – 41 = 366366 pages pages
EmbryologyEmbryology = 348 = 348• Less 10% = 348 – 35 =Less 10% = 348 – 35 = 313313 pages pages
Medical TerminologyMedical Terminology = 922 pages = 922 pages• Less 10% = 922 – 92 =Less 10% = 922 – 92 = 830830 pages pages
Information loadInformation load
AnatomyAnatomy: 1040/532 = 1.95 pg/hour: 1040/532 = 1.95 pg/hour HistologyHistology: 366/532 = 0.69 pg/hr: 366/532 = 0.69 pg/hr EmbryologyEmbryology: 313/532 = 0.59 pg/hr: 313/532 = 0.59 pg/hr Med TermMed Term: 830/532 = 1.56 pg/hr: 830/532 = 1.56 pg/hr
TOTAL ~ TOTAL ~ 5 pages / hour5 pages / hour
Information loadInformation load
PhysiologyPhysiology: 1.37 pages/hour: 1.37 pages/hour BiochemistryBiochemistry: 1.35 pages/hour: 1.35 pages/hour NeurosciencesNeurosciences: 0.87 page/hour: 0.87 page/hour
TOTAL ~ TOTAL ~ 4 pages / hour4 pages / hour
Information overloadInformation overload
From Rudolph Hanka, University of Cambridge
1014 synapses
Connectivity formula
n(n-1)/2
Skull capacity = 400 cc to 1400 cc over 5 mill years
But no change over several thousand years
Doubling x 3 mill yrsDoubling x 1.5 mill y
rs
1011 neurons
5 x 1021 synapses
Information overloadInformation overload
From Rudolph Hanka, University of Cambridge
Logarithmic scale
Information doubling every 33 years1st century 20→21→22→23
2nd century →24→ 25 →26
Information overloadInformation overload
From Rudolph Hanka, University of Cambridge
No change in
Information doubling every 33 years
over several 1000 years
500 years ago500 years ago ArchitectArchitect AnatomistAnatomist SculptorSculptor EngineerEngineer InventorInventor GeometerGeometer ScientistScientist MathematicianMathematician Musician Musician Painter Painter
Leonardo da Vinci
200 years ago200 years ago
AnatomistAnatomist PhysicianPhysician SurgeonSurgeon GynecologistGynecologist ObstetricianObstetrician PediatricianPediatrician OrthopedicianOrthopedician
Andreas Vesalius
Depth vs. width trade-offDepth vs. width trade-off
IC
ICIC
IC
IC
ICIC IC
“We are learning more and more of less and less;
One day we would know everything about nothing”
Leo
Ves
Now
Cognitive loadCognitive load BrachiocephalicBrachiocephalic
PhrenicopleuralPhrenicopleural
Vasa breviaVasa brevia
MusculophrenicMusculophrenic
Internal jugularInternal jugular
Lateral funiculusLateral funiculus
SpinothalamicSpinothalamic
CuneocerebellarCuneocerebellar
Tractus solitariusTractus solitarius
Funiculus gracilisFuniculus gracilis
Cognitive loadCognitive load Gostak distims Gostak distims
doshesdoshes
BoetimperoferousBoetimperoferous
IsenorinopicllesIsenorinopiclles
HalptemiloginousHalptemiloginous
CzashmigedonixCzashmigedonix
EtrigenxousEtrigenxous
Acondolytic effectAcondolytic effect
FekritionoxesFekritionoxes
DonglistonixDonglistonix
GrodoscinamityGrodoscinamity
Cognitive loadCognitive load
Adapted from Odell, King’s College, London
Cognitive loadCognitive load
Adapted from Odell, King’s College, London
Cognitive loadCognitive load
Adapted from Odell, King’s College, London
Cognitive loadCognitive load
Adapted from Odell, King’s College, London
Cognitive loadCognitive load
Adapted from Odell, King’s College, London
MemoryMemory
Adapted from Dix & Finlay
MemoryMemory
Adapted from Dix & Finlay
Learning CurveLearning Curve ““Practice makes perfectPractice makes perfect"" a.k.a. Progress Functions a.k.a. Progress Functions Applied to all types of workApplied to all types of work
• EffortEffort decreases by constant % each time decreases by constant % each time output quantity is doubledoutput quantity is doubled
• More times a task is performed, less More times a task is performed, less timetime is is required on each subsequent iterationrequired on each subsequent iteration
Steep learning curve = something gets Steep learning curve = something gets easier quicklyeasier quickly
Learning curveLearning curve
Adapted from Wikipedia
Exponential decayPlot shows decay for decay constants of 25, 5, 1, 1/5,
and 1/25. Large decay constants make the quantity vanish almost immediately; smaller decay constants lead to almost-imperceptible decrease.
Rate of decrease of ‘time taken’ or ‘effort required’ with each iteration
Learning stylesLearning styles
Everybody has a Learning Style Everybody has a Learning Style (Preference)(Preference)
No single type is wrong/right; No single type is wrong/right; good/badgood/bad
Related to cognitive and mental Related to cognitive and mental abilitiesabilities
71 models of learning styles71 models of learning styles
Learning styles and cognitionLearning styles and cognition
Adapted from JISC, UKAdapted from Bendigo Senior Secondary College, Aus
Learning style modelsLearning style models
Felder-SolomanFelder-Soloman: : AR-SI-VV-SGAR-SI-VV-SG
Honey-MumfordHoney-Mumford: : ARTPARTP
KolbKolb: ADAC / DW-: ADAC / DW-TF /CE-RO-AC-AETF /CE-RO-AC-AE
Learning style modelsLearning style models
FlemingFleming: VARK-Multi: VARK-Multi
Bandler, GrinderBandler, Grinder (NLP): VAK(Ad)(NLP): VAK(Ad)
MartinezMartinez (LO): TPCR (LO): TPCR
MemleticsMemletics: VAK-VLSS: VAK-VLSS
Adapted from Memletics
Brain paradigmsBrain paradigms
Each style uses different parts of Each style uses different parts of brainbrain
Paul MacLeanPaul MacLean: Triune brain : Triune brain modelmodel
Brain paradigmsBrain paradigms
Roger Sperry / Rose & NichollRoger Sperry / Rose & Nicholl: : Right-left brain modelRight-left brain model
Brain paradigmsBrain paradigms
Ned Herrmann: Ned Herrmann: 4 (whole)-brain model4 (whole)-brain model
Personality TypesPersonality Types Isabel Briggs Isabel Briggs
MeyersMeyers: MBTI: MBTI 4 scales: EI-SN 4 scales: EI-SN
-TF-JP-TF-JP 224 = 4 = 16 types16 types
Guardian Artisan
RationalistIdealist
Personality TypesPersonality Types
David David KeirseyKeirsey: GARI : GARI Temperament Temperament sortersorter
Multiple IntelligenceMultiple Intelligence
Howard GardnerHoward Gardner / / Gary HarmsGary Harms Multiple (7 + 1) Multiple (7 + 1) intelligence – intelligence – related to related to Memletics learning Memletics learning styles (VAK-VLSS + styles (VAK-VLSS + Naturalistic)Naturalistic)
Cognitive PsychologyCognitive Psychology Guilbert domainsGuilbert domains::
CognitiveCognitive PsychomotoPsychomotorr
AffectiveAffective
KnowledgKnowledgee
SkillsSkills AttitudeAttitude•Bloom’s taxonomyBloom’s taxonomy: :
•KnowledgeKnowledge•ComprehensionComprehension•ApplicationApplication•AnalysisAnalysis•SynthesisSynthesis•EvaluationEvaluation
Tentative SolutionTentative Solution Conduct surveyConduct survey
Identify: Identify:
• Intelligence preference-based LS Intelligence preference-based LS • Personality-based LSPersonality-based LS• Dominant tDominant thinking patternhinking pattern• Stress levelStress level
Tentative Solution Tentative Solution Once students knowOnce students know what learning what learning
type they are, they can capitalize on type they are, they can capitalize on their strengths and strengthen their their strengths and strengthen their weaknessesweaknesses
Once we knowOnce we know what type they are, what type they are, we can plan the foundation for we can plan the foundation for appropriately-oriented course appropriately-oriented course deliverydelivery
ConclusionConclusion
Adapted from Bendigo SS College, Australia
ReferencesReferences Hanka R. Information overload and Hanka R. Information overload and
'just-in-time' knowledge. University of 'just-in-time' knowledge. University of Cambridge, 1997. Cambridge, 1997. http://www.medinfo.cam.ac.uk/miu/paphttp://www.medinfo.cam.ac.uk/miu/papers/hanka/mic97/just_in_time.htmlers/hanka/mic97/just_in_time.html
Odell E. Assessment by e-Learning Odell E. Assessment by e-Learning http://www.kcl.ac.uk/content/1/c4/49/01http://www.kcl.ac.uk/content/1/c4/49/01/assessment%20e-learning%20Odell.pp/assessment%20e-learning%20Odell.pptt
ReferencesReferences Dix A, Finlay J, Abowd GD, Beale R. Dix A, Finlay J, Abowd GD, Beale R.
Human-Computer Interaction (3rd Human-Computer Interaction (3rd edition, 2003) edition, 2003) http://www.hcibook.com/e3/http://www.hcibook.com/e3/
Learning Curve Calculator. Learning Curve Calculator. http://www1.jsc.nasa.gov/bu2/learn.htmhttp://www1.jsc.nasa.gov/bu2/learn.htmll
Experience curve effects Experience curve effects http://http://en.wikipedia.org/wiki/Learning_curveen.wikipedia.org/wiki/Learning_curve
ReferencesReferences Exponential decay Exponential decay
http://en.wikipedia.org/wiki/Exponential_http://en.wikipedia.org/wiki/Exponential_decaydecay
Joint Information Systems Committee. Joint Information Systems Committee. http://www.jisc.ac.uk/uploaded_documehttp://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Stylesnts/Stage%202%20Learning%20Styles%20(Version%201).pdf%20(Version%201).pdf
Bendigo Senior Secondary College. Bendigo Senior Secondary College. http://www.bssc.edu.au/public/learning_thttp://www.bssc.edu.au/public/learning_teaching/pd/toc/files/hbdt.ppt eaching/pd/toc/files/hbdt.ppt
ReferencesReferences Learning Disabilities Resource Learning Disabilities Resource
Community: Community: http://www.ldrc.ca/projects/miinventoryhttp://www.ldrc.ca/projects/miinventory/mitest.html /mitest.html
O'Connor T. Indiana State University. O'Connor T. Indiana State University. 1997 February 21. Using Learning 1997 February 21. Using Learning Styles to Adapt Technology for Higher Styles to Adapt Technology for Higher Education Education http://web.indstate.edu/ctl/styles/learnihttp://web.indstate.edu/ctl/styles/learning.htmlng.html